Professional Documents
Culture Documents
OBJECTIVES:
Understand the importance of appearance in the classroom and
work environment
Display appropriate dress according to chosen career fields
Have a groomed and neat appearance
Practice good personal hygiene which includes bathing, using
deodorant, and practicing oral cleaning habits
Use correct and polite behavior (etiquette) in all settings that
deal with other students, instructors, school staff and
administration, and customers of the institute
Module 4 Appearance
MODULE OVERVIEW:
2
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
APPEARANCE
Ones appearance is directly related to the career field in which they work. True or
false? Lets see would you expect your female automobile mechanic to have grease
under her nails and smell of gasoline or diesel fuel? Of course. Would you expect the
female teller at the bank you use to have grease under her nails and smell of gasoline
or diesel fuel? Probably not. Would you expect your female automobile mechanic to
work in high heels and a dress? Not likely. In an automobile service department, the
smell of gasoline, diesel fuel, and oil are accepted odors that most of us expect and
would not find offensive in that setting. You would expect the mechanic to be dressed
safely for work which would not include heels that she could trip in or a dress which
could expose her skin to harsh and/or hot chemicals. However, in a bank you would not
expect the person that is greeting the public and handling money to have a strong odor
or dirty nails; you very well might find her offensive. Whats the difference?
Depending on the career field, acceptable appearances may vary, as in the example
above. However, regardless of your job, there is no excuse for not being groomed,
being neat, practicing good personal hygiene, or using correct and polite behavior. A
lack of attention on your part in any of these areas can affect your job and/or your
business.
________________________________
________________________________
________________________________
________________________________
A person who is groomed and neat in appearance has cleaned and combed hair that is
styled appropriately for the job or class. Clothes are pressed, shirttails tucked in,
shoelaces tied, and so on. Stockings are run-free, and shoe heels are appropriate for
the job or class. Make-up and cologne are tastefully applied without being overbearing.
Nails are clean and manicured and are an appropriate length for the classroom or lab.
The practice of good personal hygiene is a must. Daily bathing, especially in our region
of the country, is a necessity. Body perspiration causes odors that can be very offensive
to others. The heat and humidity we experience in the South compounds this problem.
The use of a deodorant and antiperspirant is only effective as long as the body is clean
and free of dirt and sweat. Likewise, good oral hygiene and brushing and flossing daily
aid in the prevention of bad breath, cavities, and gum disease. Be sensitive to others
around you by taking care of yourself and your bodys needs.
3
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Correct and polite behavior is the acceptable conduct for class or a job. It shows
respect for oneself as well as others. Acceptable behavior may include:
4
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
MODULE 4
Appearance
Activities
Page
Activity Title Time
No.
1 Rate Your Behavior 30 7
5 Workplace Grooming 20 16
9 Etiquette 15 36
10 Appearances Count 10 38
6
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 1 APPEARANCE
Directions: Distribute the "Rate Your Behavior" handout. Have students spend
a few minutes completing the handout. Then have students pair up
with another student in class. Distribute the "Rate My Behavior"
handout. Have students rate the behavior of their partners by what
the partners have witnessed in the classroom in the past few class
sessions. Once completed, have the two students discuss with one
another how the other has perceived him/her. Explain to students
that how we perceive ourselves may not be how others perceive
us. It is important to recognize how we come across to others and
then modify our behavior or appearance accordingly.
Time Required:
30 Minutes
7
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 1 APPEARANCE
3. Have you told a classmate that his idea or comment was stupid or dumb in any
way?
5. Are you supportive and encouraging to other class members, even if you don't
agree with what they are saying?
6. When another member of the class is disruptive or puts down other members'
suggestions, do you call attention to his or her behavior and suggest a better
approach?
8
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 1 APPEARANCE
Rate My Behavior
How well do I function as a member of our class? Think about the last few class
sessions I have attended, and then answer these questions:
3. Have I told a classmate that his idea or comment was stupid or dumb in any
way?
6. When another member of the class is disruptive or puts down other members'
suggestions, do I call attention to his or her behavior and suggest a better
approach?
9
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 2 APPEARANCE
Time Required:
10 Minutes
10
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 2 APPEARANCE
--Source: Adapted from a reproducible student activity sheet from Contemporary Work Matters, published
by Public/Private Ventures.
11
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 3 APPEARANCE
Directions: Divide students into groups of three. Explain that each group
should brainstorm specific things that employees can do to turn
around put-downs. The challenge is to come up with as many ways
as possible to make the negative comments more positive. Have
students write their ideas on the chart paper with markers so they
can be shared with the class after the brainstorming begins. Allow
students 20 minutes to complete the task. After many ideas are
generated, call time, and have students tape their completed
sheets of paper on the walls. Ask each group to appoint a
spokesperson that will explain the group's suggestions. Have each
spokesperson report to the large group (2 minutes for each group).
Have the class decide which positive turn-around in each scenario
is best.
Time Required:
30 Minutes
12
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 3 APPEARANCE
You accidentally dropped a large package of sugar on the newly cleaned floor in the
kitchen. Someone says, "You're such a klutz. I knew they hired you just because
you're female."
You just started working at a grocery store. You offer to help an elderly man carry his
groceries to the parking lot. Another worker yells, "Hey, there goes Mother Teresa!"
You missed work a few days because your infant was sick. The next day, a co-
worker says, "How are we supposed to get anything done around here with
irresponsible workers like you?"
You work at an ice cream stand and accidentally gave two extra milkshakes to a
customer. A co-worker says, "You're supposed to sell the stuff, dummy, not give it
away."
--Source: Adapted from a reproducible student activity sheet from Contemporary Work Matters, published by
Public/Private Ventures.
13
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 4 APPEARANCE
Time Required:
20 Minutes
14
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 4 APPEARANCE
1 = extremely annoying
2 = very annoying
3 = annoying
4 = somewhat annoying
5 = does not annoy me at all
_____ 10. Having body odor or bad breath _____ 23. Cursing
_____ 12. Telling "little white lies" _____ 25. Overusing slang language
15
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 5 APPEARANCE
Directions: Divide students into groups of three. Explain that each group
should read the activity sheet, "The Dental Hygienist". As a group,
they should decide which hygienist Dr. Emerson should fire and
why. Once they have answered the question, a spokesperson from
the group should be prepared to tell the class what the group's
answer was and the reasoning for it. The class, as a whole, should
then compare group answers in a class discussion.
Time Required:
20 Minutes
16
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 5 APPEARANCE
Jeanine was a dental hygienist employed by Dr. Emerson six months ago. She had
been highly recommended by the school she had attended and had graduated with the
top grades in her class. As Dr. Emerson observed Jeanine's work, he saw that she was
very skilled and that she did a good job applying the knowledge she had learned in
school. She was able to operate several modern pieces of equipment recently
purchased for the office that his other hygienists had not yet learned to use.
Recently, Dr. Emerson was reviewing a monthly report that was produced by a new
computer system now being used in the office, and he discovered that on a percentage
basis, patients who had been seen by Jeanine were not returning for further services.
He was to have a staff meeting this morning with his office manager, and he decided to
inquire further about the apparent trend.
When Dr. Emerson asked his office manager about the report, she was evasive at first.
When questioned further, she told him that several patients had complained about
Jeanine. One had said that she was not very cheerful and another thought she was not
friendly. The office manager had also been told by one of the other hygienists that
Jeanine usually jogged in the mornings before work and did not take enough time fixing
her hair and making herself presentable before coming to work. With the close working
conditions between patient and hygienist, careful attention to personal grooming was an
issue the office manager felt was important.
With the reduced patient load, Dr. Emerson will now need to fire one of his hygienists.
Jeanine is more skilled in her actual dental work and made better grades in school.
17
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 6 APPEARANCE
Directions: Divide students in small groups. Explain that each group should
read the activity sheet, "Why Was I Fired?" The group should then
answer the questions on the activity sheet. They should select a
spokesperson from the group who will explain to the class their
answers and the reasoning for their answers. The class, as a
whole, should then compare group answers in a class discussion.
Time Required:
20 Minutes
18
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Module 4 Activity 6 APPEARANCE
19
This document is under developmental copyright by the Georgia Department of Technical and Adult Education. Do not reproduce any part of this
document without written permission from the Commissioner of the Department of Technical and Adult Education or his assigned representative.
Paula worked in a sewing factory that manufactured children's
clothing. Her mother had been a seamstress and had taught
Paula a lot about how to sew. The supervisor admired Paula's
work and always commented on her speed. Paula did not have
very many friends at work. She did not understand why. She was
always very eager to help others and went out of her way to
thread needles, change thread, and so on, for co-workers.
Paula did not spend a lot of time grooming in the mornings. She
had body odor, and others found it offensive. The supervisor had
tried to tell her in a polite way, but Paula did not get the message.
One day Paula overheard several of the women talking and
laughing about buying her a bar of soap, deodorant, and a wash
cloth for her birthday. Paula went over and slapped one of the
women. Paula was fired. Why was she fired? Should she have
been fired? Did the supervisor do his/her job correctly? Would you
want to work with Paula? Why or why not?
Module 4 Activity 7 APPEARANCE
Directions: Each of the activity sheets deals with some aspect of manners,
appearance, and hygiene. You may use handouts or transparencies
in completing the activities. Lead your students in a discussion of
their responses to each assigned activity.
Time Required:
10 Minutes
Each Activity
Module 4 Activity 7 APPEARANCE
Doors
Hold the door for a person behind
you, whether male or female.
A man should allow a woman to
pass through a door first.
Do:
Chew with your mouth closed.
Use a napkin.
Turn your head when you sneeze.
Clean up after yourself.
Don't:
Belch or burp.
Comb hair around food.
Introductions
Name the older person or the
person of higher authority first.
Say something about people after
introducing them.
1.
2.
3.
4.
Dressing
to Get
and Keep
the Job
Colors to wear: black, brown, blue, gray with accent colors of red,
green, and yellow
CLOTHES
Classic, clean, suits, dresses
UNDERGARMENTS
Comfortable, neat, and clean
SHOES
Neat, comfortable but dressy
No open toes or tennis shoes
ACCESSORIES
No more than three accessories with any outfit
No dangling jewelry, earrings, bracelets
Maximum of one ring on each hand
If it hangs, bangs, clangs, or jangles, dont wear it in the
office.
HANDBAGS
Use briefcase, satchel or handbag to match shoes
Module 4 Activity 7 APPEARANCE
HAIR
Smooth and controlled, no fancy or complicated hairstyles
MAKEUP
No frosted makeup, use matte eyeshadow, blusher, lipstick
Use pale or muted nail polish, nothing glaring
FRAGRANCE
Crisp and clean, nothing heavy, strong, or sweet
SIGNIFICANCE OF COLORS
BLACKcolor of authority
REDgood for confidence
BROWNdenotes reliability
GREYshows dependability
Pastels are best worn for accents such as blouses and scarves.
They suggest lack of credibility.
OTHER SUGGESTIONS
Smoking
Ask about the
smoking
policy. Never
smoke if you
might offend
even one
person at
work.
Conversation
Never interrupt
Avoid:
Confidential information
Your health
Other people's health
Controversial subjects
How much things cost
Personal misfortunes
Stories in questionable taste
Harmful gossip
Table Setting
Everyday
Meal
Special
Meal
Serving Food
Pass all foods in the same direction
General Manners
GUM
Don't chew
gum when
you want to
make a good
impression.
Give your bus
seat to older
or disabled
persons.
Cover mouth
when
coughing or
sneezing. Call if you'll
be late for an
Use appointment.
toothpicks in
private
_____ 1. I always say please and thank you when I ask someone for something.
_____ 3. If something bad happens to someone I don't like, I tell my friends and
laugh about it when that person is not around.
_____ 10. I usually become angry and lose my temper when things don't go my way.
_____ 11. When other people do something differently from the way I would do it, I
avoid being critical of them.
_____ 15. If someone gives me a gift or does me favor, I send them a thank you
note.
Directions:
1. Discuss the importance of wearing the right clothes for a certain job.
(dress codes, neat dress, uniforms, safety equipment). Emphasize
that in certain situations, dress is as important to job success as
worker skills. Clothes often influence the way people perceive you.
Time Required:
30 Minutes
Module 4 Activity 8 APPEARANCE
Closet Inventory
Go through the following closets and check how you think each person should dress for
the job described:
Closet 1
Jill is an accountant for a life insurance company. Check the items you think she should
wear to work.
Blouse Shirt
Boots Shorts
Dress Socks
Jacket Sweater
Jeans T-Shirt
Jewelry Tie
Pants
Other
Other
Module 4 Activity 8 APPEARANCE
Closet Inventory
Go through the following closets and check how you think each person should dress for
the job described:
Closet 2
Calvin is a production worker in an automotive parts factory. Check the items you think
he should wear to work.
Blouse Nylons
Boots Pants
Dress Skirt
Jacket Socks
Jeans Sweater
Jewelry T-shirt
Other Other
Module 4 Activity 8 APPEARANCE
Closet Inventory
Go through the following closets and check how you think each person should dress for
the job described:
Closet 3
Shellie is a telephone repair person. Check the items you think she should wear to
work.
Blouse Nylons
Boots Pants
Dress Skirt
Jacket Socks
Jeans Sweater
Jewelry T-shirt
Other Other
Module 4 Activity 8 APPEARANCE
Closet Inventory
Go through the following closets and check how you think each person should dress for
the job described:
Closet 4
Stan is a lab assistant at a hospital. Check the items you think he should wear to work.
Blouse Nylons
Boots Pants
Dress Skirt
Jacket Socks
Jeans Sweater
Jewelry T-shirt
Other Other
Module 4 Activity 9 APPEARANCE
Activity: Etiquette
Directions: Divide students into groups of three. In small groups, have students
role-play making introductions. Use the handout for a guide--
students should change parts as the speaker, supervisor, and
visitor.
Then call one group at a time to the front of the room. Pin signs on
each member and have them make introductions based on their
assigned roles.
Let the class audience critique each group's introductions. Point out
strengths and weaknesses.
Time Required:
15 Minutes
Module 4 Activity 9 APPEARANCE
Introducing a visitor to a supervisor: Look at and say the visitor's name first. Then
look at the supervisor and say his/her name. Example: Mr. Parker, I would like you to
meet Ms. Wendy Thomas, who is an accountant representative from Woodland and
Associates."
Introducing your supervisor to another person: Look at and say your supervisor's
name first. Then look at the other person and say his/her name. Example: "Mr. Jones, I
would like you to meet Ms. Thomas, who would like to talk to you about the position
opening."
A: When are you unsure of how a woman would like to be addressed, use the term
"Ms." ("Dr." if appropriate). If she prefers "Mrs.", she may tell you at that time.
Module 4 Activity 10 APPEARANCE
Directions: Give each student a copy of the handout Appearances Count and
have them read it. Students should then participate in an instructor-
led discussion of the importance of appearance on job success.
Time Required:
10 Minutes
Module 4 Activity 10 APPEARANCE
APPEARANCES COUNT
Social psychologists studying the impact of image have determined thats how long it
takes for someone meeting you to form a whole laundry list of impressions about your
character and abilities. The list of impressions encompasses:
Now, thirty seconds doesnt give you time to pull out your transcript, showcase your
resume, or present character references. It doesnt allow any time to explain that you
have talent, skills, training, and a substantial list of truly satisfied employers and
customers.
In thirty seconds, people from all those different impressions based almost entirely on
what they seeyour clothes, hairstyle, carriage, smile, and the rest of your nonverbal
communications. The bad thing is . . . there are no erase buttons, once a negative
impression is made, it is extremely hard to change. Appearances do count.
Appearances count, not only in first impressions, but also in ongoing interactions. In his
comprehensive research on communication, sociolinguist Albert Mehrabian found that in
a face-to-face encounter,
7 percent of a verbal message comes from the words used;
38 percent comes from the vocal tone, pacing, and inflection;
55 percent of the message is transmitted by the speakers appearance and body
language. Appearances countoften in cold, hard cash. Employers are willing to
pay for people who look the part. If the employee already projects an image of
professionalism, thats one less thingone potentially unpleasant thingthat the
firm has to worry about.
Adapted from The New Professional Image, Bixler and Nix-Rice, Adams Media Corporation, 1997, pp. 3-6.
Module 4 Activity 11 APPEARANCE
Time Required:
35 Minutes
Suggested Activities For
Module 4
APPEARANCE
Page
Activity Title Time
No.
1 Rate Your Behavior 30 7
5 Workplace Grooming 20 16
9 Etiquette 15 36
10 Appearances Count 10 38